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《英語學科知識與教學能力》（初中)

一、考試目標

1．英語學科知識與能力

具有扎實的英語語言基礎知識和語言能力；具備從事初中英語教學所需要的英語語言能力；能理解有關英語國家的語言、歷史和文化等相關知識。

2．英語學科教學知識與能力

掌握外語教學基本理論、英語教學專業知識與國家英語課程標準內容等學科教學知識，并能用以指導初中英語教學。

3．英語學科教學設計能力

能夠根據英語學科特點，針對初中學生的認知特點、語言水平和學習需要選擇并設計合理的教學內容，形成完整合理的教學方案。

4．英語學科教學實施能力

理解初中英語課堂教學實施的基本原則和方法，具備實施語言課堂教學的基本能力；能夠根據教學設計，結合教學實際情況，采用恰當的教學手段，引導學生進行有效學習。

5．英語學科教學評價知識與能力

了解初中英語課堂教學評價的基本知識和方法，能夠對學生的語言學習進行恰當的評價；了解教學反思的基本方法和策略，能夠對自己的課堂教學實踐進行反思，提出改進的思路。

二、考試模塊內容與要求

（一）語言知識與能力

1．掌握英語語言的基礎知識，了解語言研究中與英語教學相關的基本概念和知識，并能在課堂教學中加以運用。

2．具有良好的英語語言運用能力，包括用英語進行書面表達、獲取教學資源和信息、表達思想情感和與學生良好溝通的能力；能夠篩選并改編適合初中學生英語水平的語言材料。

3．能夠在語篇中理解英語國家的語言、歷史和文學等相關的社會文化知識。

（二）語言教學知識與能力

1．了解外語教學基本理論，理解語言觀、語言學習觀、語言教學觀等對初中英語教學的指導作用。

2．理解《義務教育英語課程標準（2011年版）》的目標內容（語言技能、語言知識、情感態度、學習策略和文化意識），以及課程標準的其他相關知識，并能在教學設計與實施中運用。

3．掌握英語語言知識（語音、詞匯、語法、語篇等）的教學基本原則、講解和練習方法。

4．掌握英語語言技能（聽、說、讀、寫）的教學原則和訓練方法。

5．能結合中外社會文化語境，設計并實施英語知識和技能的教學與訓練。

（三）教學設計

1．了解初中學生的認知特點、已有的英語知識、語言能力和學習需求，能夠說明教學內容與學生已學知識之間的聯系。

2．理解課程標準的目標要求，能夠根據學生的特點選擇恰當的教學內容。

3．能夠根據教學內容和學生特點設定合理、明確與具體的教學目標。

4．能夠根據教學目標創設相關的教學情景，設計有效的教學活動，安排合理的教學過程，篩選適當的輔助教學材料。

5．能夠根據教學內容和教學過程，設計有效的學習評估活動。

（四）教學實施與評價

1．掌握英語課堂教學的基本步驟與方法，能夠創設教學情景，激發學習動機，引導學生參與語言學習活動。

2．掌握指導學生學習的方法和策略，能依據英語學科和學生的特點，根據教學實際情況，恰當地運用語言講解、練習、提問、反饋等方法，幫助學生有效學習。

3．掌握課堂管理的基本方法，熟悉課堂活動的常用組織形式，能在教學活動中以學生為中心組織教學，能在課堂教學的不同階段發揮教師的作用。

4．掌握課堂總結的方法，能適時地對教學內容進行歸納、總結與評價，科學合理地布置作業。

5．掌握基本的現代教育技術，能夠針對不同的教學內容與教學目標，整合多種資源，選擇恰當的輔助教學手段進行有效教學。

6．了解形成性評價和終結性評價的知識與方法，并在初中英語教學中合理運用。

7．了解教學案例評析的基本方法，能夠對教學案例進行評價。

8．了解教學反思的基本方法和策略，能夠對自己的教學過程進行反思并提出改進思路。

三、試卷結構

四、題型示例

I．語言知識與能力

1．單項選擇題（語言知識）

（1）It was very ________ of him to wait for us.

A．considerable      B．considering

C．considerate    D．considered

（2）________ from the top of the hill, the town looks beautiful.

A．Seeing    B．Having seen

C．Seen     D．To see

2．單項選擇題（閱讀理解）

Every year hundreds of thousands of visitors to New York City go to see the United Nations Headquarters in midtown Manhattan. The 18-acre site includes four buildings – the Secretariat, the General Assembly, the Conference building, and the Dag Hammarskjold Library. The United Nations (UN) currently has 192 members, and the flags of those nations line the plaza in front of the General Assembly Hall and Secretariat. The row of flags, displayed in English alphabetical order, from Afghanistan to Zimbabwe, stretches from 48th Street to 42nd Street.

The decision to locate United Nations Headquarters in the United States was made in 1946 by the UN General Assembly, then meeting in London. Several U.S. locations were considered, but a donation of 8.5 million dollars from philanthropist John D. Rockefeller, Jr. secured the purchase of land at the present site. And the City of New York provided a gift of additional land. The UN complex was designed by an international team of prominent architects. American Wallace K. Harrison was named chief architect, and ten other countries each nominated an architect to the Board of Design Consultants. The 11 architects began the project in early 1947. The U.S. government provided an interest-free loan to the United Nations for the cost of construction, which began in 1949.

The Secretariat Building, which houses the UN administrative offices, was completed in 1950, and United Nations Headquarters officially opened in 1951. The Library was dedicated in 1961. Over the years, changes have been made inside the buildings to accommodate the expanded membership of the United Nations. Today the General Assembly Hall, the largest conference room, seats more than 1,800 people.

The UN Headquarters site is international territory owned by the member nations. It has its own security force, fire department, and postal service. The postal service issues stamps that can only be mailed from the Headquarters; tourists often mail postcards bearing these stamps.

Taking a guided tour is the only way for visitors to see the inside of the UN Headquarters. Tours are led by professional guides representing all the member nations and are conducted in many different languages. Visitors taking a tour see exhibits, various council chambers, and the General Assembly Hall. If their timing is good, they might even see a council meeting in session.

The United Nations Headquarters displays many beautiful and meaningful works of art created specially for its halls and chambers. Sculptures and statues donated by member nations adorn the grounds of the complex. One sculpture, the Japanese Peace Bell, was made from the metal of coins collected from 60 different countries. Japan presented the bell to the United Nations in 1954, and it is rung every year on September 21, the International Day of Peace.

The Peace Bell and other sculptures, as well as paintings and murals inside the buildings, create an impression of grandeur and dignity, reflecting the importance of the work being done at the United Nations.

（1）If you want to see the flag of the People’s Republic of China in front of the UN headquarters, you would most probably find it ________.

A．near the 48th street

B．near the 42nd street

C．in the middle between 48th and 42nd streets

D．in the third position from the flag of Afghanistan

（2）The UN was most likely formed ________.

A．before 1946      B．after 1946

C．in 1950       D．in 1947

（3）As a response to the increase in the UN membership, ________ to meet the needs over the years.

A．more buildings have been built

B．internal changes have been made

C．old buildings have been enlarged

D．more new land has been purchased

（4）Which of the following statements about the tour guide is true?

A．A tour guide may show his pride of his home country before visitors.

B．Each member country sends its tour guide to work in the UN Headquarters.

C．Each tour guide must be able to speak the languages of the member countries.

D．A tour guide should not just feel proud of his own home country before visitors.

（5）This article is most likely written for ________.

A．general newspapers

B．magazines on architectural art

C．books on the international affairs

D．encyclopedic information brochure for students

II．語言教學知識與能力

1．單項選擇題

Which of the following activities does not belong to mechanical practice?

A．Transformation.     B．Sentence making.

C．Substitution.     D．Making up a story.

2．簡答題（中文作答）

（1）blackboard這個詞由哪兩個部分組成？該詞的重音位置在哪里？請描述相關的語音規律。

（2）閱讀教學通常可以分為哪幾個階段？舉例說明每個階段的主要作用。

III．教學設計

教學設計題：根據所提供的信息和語言素材進行教學設計，本題用英文作答。

設計任務：閱讀以下信息和語言素材。假設你將利用此語言素材提高學生的口語能力，請根據學生情況設計針對此素材的教學目標，以及實現該目標的課堂活動。

學生概況：本班為中等城市普通學校初中二年級的學生，班級人數為40人。多數學生已具備初步的英語語言能力。學生能夠積極參與課堂活動，合作意識較強。

教學時間：45分鐘。

教學設計需包括：

教學目標；

教學步驟及設計意圖；

教學活動方式、具體內容及設計意圖；

教學時間規劃；

學習評價。

語言素材：(Tapescript)

Mary: Can you come to my party, Ed?

Ed:Yes, I can. Thanks! How can I get to your house?

Mary:That’s easy. First you take the No. 52 Bus to Green Park. That’s about half an hour.

Ed:Okay. And when I get to Green Park …?

Mary:… Then you take the subway to Tangs Mall. That takes about ten minutes.

Ed:Okay. First the bus and then the subway to Tangs Mall.

Mary:Yeah, then you walk up North Street to No. 15. It’s about five minutes’ walk.

Ed:Okay, thanks. That sounds easy.

IV．教學實施與評價

教學情景分析題：根據題目要求進行教學分析，本題用中文作答。

以下片段選自某課堂實錄（片段中T指教師，S指學生）。請分析該教學片段并回答下列問題：

（1）學生在對話中的語言錯誤是什么？

（2）教師采用什么方式來糾正學生的錯誤？效果如何？

（3）教師還可以采用哪些方式糾錯？請舉例說明。

教學片段：

T: What did your mum do yesterday, Wang Lin?

S: My mum buyed the dress for me.

T: Oh, that is nice, your mum bought it for you, did she?

S: Yes.

T: Where did she buy it?

S: She buyed it in town.

T: Oh, she bought it in town for you. Well, it is very nice.